Who Can Say "oo" Too?

Objective

Read words with the vowel combination -oo.

Lesson Plan

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Target Words:

  • moo
  • boo
  • coo
  • too
  • shoo

Materials:

  • White sheet with slits for eyes (to be used as a ghost)
  • Who Says Oo? target text (see below)
  • Sounds We Can Make list (see below)
  • Word blending cards (see below)
  • Sentence strips (see below)
  • Pictures of cow, ghost, dove, rollercoaster (see graphics below)
  • Writing Poetry with Kids document (see below)

 

State and model the objective

Tell the children that today they will make the sounds of doves, cows, and ghosts while they read and write words that end with –oo: moo, boo, coo, woo, too, choo, shoo.

Practice the skill within an activity

Show the pictures of a cow, dove, and ghost and discuss what –oo sounds they make

  • Show the children a picture of a ghost and ask them what -oo sound it makes. (Boo)
  • Show the children a picture of a cow and ask them what -oo sound it makes. (Moo)
  • Show the children a picture of a dove and ask them what -oo sound it makes. (Coo)
  • Explain to the children that the word too means also.
  • Comment and ask questions such as:
    • Can you say boo too?
    • Can you say coo too?
    • Can you say moo too?”
    • I hear two cows going moo. I hear two ghosts going boo. I hear two doves going coo.
  • Have the children write boo, moo, coo, and too. Let them make sentences using –oo words.

Guess who says boo and who says coo

  • Choose one child to be the ghost (a child under a sheet with slits for eyes).
  • Have the other children choose to be a cow or a dove and make their –oo sound.
  • Let the ghost tag one of the animals and let that child hide under the sheet too or hide behind the ghost.
  • Have the other children listen to hear who is with the ghost and say, “I hear boo and ___ (moo or coo) too.”
  • Let the children make one sound and then add another: “We hear boo, and we hear moo too! We hear boo and we hear coo too!”
  • After guessing who is who, shoo away the ghost, cow, and dove by telling them to "shoo".
  • Have the children write boo, moo, coo, too, and shoo.

Make sounds to go with a pretend ride on a rollercoaster (see graphic)

  • Make statements that suggest the use of certain sounds. “What do you say when ______ “
    • You see a big roller coaster: “oo!”
    • You go fast down a hill: “woo hoo!”
    • You get off: “whoo!”
    • You finish the ride: “wahoo!”
    • You can’t go again: “boo!”
  • Have the children write the words that go with the sounds they made.
  • Brainstorm other contexts and statements that suggest the use of –oo sounds. Engage children in an interactive writing of a short story using the words from one context below:
    • Haunted Forrest (Boo, oo, shoo, whoo, boo hoo)
    • Train Ride (Choo choo, whoo whoo, wahoo, too)
    • Boat Ride (woo hoo, whoo, shoo, oo [sea sick], zoom, wahoo)

 

Apply the skill

Identify, blend and manipulate sounds

  • With word blending cards (see below), have the children make new words by changing the vowel or a consonant or digraph:
    • boo → moo; coo → too; choo → shoo
    • boo → boom; coo → coop; moo → moon
    • hoop → loop; loom → room; boom → zoom

Read target words/patterns introduced in the activity (see texts below)

  • Read the target text Who Says Oo? together as a class/group.
  • Read the text again fading support.
  • Have the children underline the -oo words.
  • Repeat with other texts.

Write about the activity using target words/patterns

  • Give each child a paper and pencil and have them write words from dictation: moo, boo, coo, too, choo, shoo, woo, zoo.
  • Have the children write words from dictation. Have them change one or two letters each time to make a new word: boo, moo, coo, coop, loop, loom, room, zoom, zoo, choo, shoo.
  • Engage the children in interactive writing about their experience by generating sentence frames and letting the children fill in target words and phrases by picking from options presented verbally or in writing. (See sentence strips below)
    • A ghost says ____, and I can say _____ ______ (boo too).
    • A dove says ____, and I can say ______ _____ (coo too).
    • A train goes ____ ____, and I can say ____ ____ ____(choo choo too).
    • A cow says ______, and I can say _____ ____ (moo too).

Facilitate a shared writing of a class poem titled: Oo, I like that Too!

  • Discuss how it is fun to tell about something you like to do and have friends say, “I like to do that too!”
  • Explain that when we see the word too ending with double o’s, it means also.
  • Brainstorm common activities children like to do with a friend:
    • Ride a bike
    • Fly a kite
    • Share a treat
    • Walk to school
    • Run fast
  • Think aloud/model how you might use these simple statements to write a short poem (refer to the Writing Poems with Kids document below).
  • Invite individuals to circle words with –oo in the middle, add end marks, underline words that end with –oo, etc.
  • Read the poem together and encourage the children to suggest possible changes (i.e. create more white space, change the ending or title, add or delete words to support the main idea or rhythm of the poem, etc.).
  • Have children copy the class poem or write their own versions of the poem on paper to read aloud with a friend.
  • Encourage them to add illustrations (context clues for readers) if time permits.

SEEL Target Texts

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What Says Oo?

A ghost says boo.
Can you say boo too?
A cow says moo.
Can you say moo too?
A dove says coo.
Can you say coo too?

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/